Inclusive Pedagogy & Practices

Changing Role of Specialist Provision in Supporting Inclusive Education: Mapping Specialist Provision Approaches in European Countries

The CROSP project identifies and analyses factors within country policy and practice that support the changing role of specialist provision towards inclusive education for all learners. Two key questions serve to examine this changing role:

  • What type of cross-sectoral policy framework is needed to effectively support the changing role of specialist provision in supporting mainstream schools to be inclusive?

CICE Policy Brief vol. 1 - Inclusive Education

This project was initiated in 2012 collaborating with UNESCO Asia Pacific Regional Bureau of Education (UNESCO Bangkok) and a network of Asian researchers on inclusive education was formulated to conduct this research project. The network was consisted of young scholars and fellows who were researching inclusive education in Japan and other Asia Pacific countries. The first period of the research project was led by Waseda University, and then CICE, Hiroshima University took over the initiative for the second period. The members continued the research works throughout the two periods.

Preventing School Failure: A Review of the Literature

The project focuses on desk research, which incorporates two parallel strands. The first strand reviews and analyses European and international research literature on preventing school failure. The second strand focuses on existing national policy measures for preventing school failure. This review of the literature is the result of the first strand of project activities. It gives an overview of European and international research on the prevention of school failure in relation to inclusive education. It aims to identify ways that inclusive education can prevent school failure.

Supporting Inclusive School Leadership: Policy review

Attention to the topic of school leadership has grown in recent years as research has shown the key role played by school leaders and their influence on learner outcomes. In the context of increasing school autonomy in many countries, this role’s profile and complexity have increased, as has recognition of the need for support. This document summarises recent international and European-level policy documents that are relevant to school leadership.

Analysis Framework for Mapping Inclusive Education Policies

This document presents an analysis framework that has been developed to map inclusive education policies. Specifically, it has been developed to systematically record available documentary evidence on country policies for inclusive education in a highly structured way, as a result of the different aspects of policy analysis work conducted by the Agency. This analysis framework has notably been directly used in some of the projects financed by within the European Commission Structural Reform Support Programme (SRSP) activities.

Raising the achievement of all learners in inclusive education: Follow-up study

This paper outlines a short programme of work designed to follow up on the Agency’s Raising the Achievement of All Learners in Inclusive Education (Raising Achievement – RA) project, which ran from 2014 to 2017. It describes the purpose of the follow-up study, outlines the methodology used and describes the main changes to policy and practice that can be attributed to the project in full or in part, directly or indirectly. Finally, it highlights key learning points from this work for different stakeholder groups in the RA project.

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